-04 The High-Performing Teacher* -05 Teaching Students to Get Along
-06 Strategies for Preventing Conflict and Violence -07 Motivating Today’s Learner*
-08 Including Students with Special Needs in the Regular Classroom
-09 Building Your Repertoire of Teaching Strategies -10 Learning Differences: Effective Teaching with Learning
Styles and Multiple Intelligences*
-11 Helping Students Become Self-Directed Learners -13 Managing Behavior in the Diverse Classroom -14 Assessment to Enhance Student Learning -15 Teaching Reading in the Elementary Grades
-16 Using the Internet to Enhance Teaching and Learning -17 Improving Reading in the Content Areas
-18 Math: Teaching for Understanding (K-6)* -19 Supporting the Struggling Reader -20 Foundations of Reading and Literacy
-21 “Strategies for Literacy Instruction—Phonics, Vocabulary, and Fluency”
-22 “Strategies for Literacy Instruction—Comprehension” -51 Teaching Students Responsible Behavior
-52 Cooperation and the Quality Classroom -53 Teaching in the Quality Classroom -55 Dealing with Discipline Problems -56 Teaching in 21st Century -57 Improving Student Achievement
* In addition to video format, this course is available online.
TEACHING, LEARNING,
& CURRICULUM
Bell Hall, Room 014 (616) 471-3465
http://www.educ.andrews.edu Faculty
Candice C. Hollingsead, Chair Larry D. Burton R. Lee Davidson Douglas A. Jones M. Louise Moon Raymond J. Ostrander Randy J. Siebold Bradley W. Sheppard Emeriti Wilfred W. Liske Millie U. Youngberg PROGRAMS OF STUDY
The Department of Teaching, Learning, & Curriculum (TLC) offers undergraduate degrees, graduate degrees, and teacher certi-fication programs. Programs leading to BA or BS degrees are dis-cussed in the “Teaching, Learning, & Curriculum Undergraduate Programs” section. The department also offers Masters Programs in the following areas: Master of Arts in Teaching, Master of Arts: Education with emphasis in Reading, which provides a teaching endorsement in Reading/Literacy Education; Master of
Arts:Education with a emphasis in Curriculum and Instruction, and a Master of Science:Education with a emphasis in Special Education which provides a teaching endorsement in Special Education/Learning Disabilities. Finally, TLC offers three advanced degrees: EdS:Curriculum & Instruction and EdD/PhD:Curriculum & Instruction. (Information on these Masters and advanced degree programs are found in the TLC Graduate Programs section.)
FIELD-BASED DELIVERY OF GRADUATE PROGRAMS Designed for three–four summers (4-8 weeks) on Andrews University campus and two–three school years, for working fessionals. The field-based master’s, specialist and doctoral pro-grams allow participants to meet program competencies within the context of their current career positions. This immediate applica-tion of learning strengthens authenticity, provides relevancy, and benefits the place of employment.
Field-based programs are offered through a combination of summer intensives, regional group sessions, and Internet study. Opportunities for cognate study are offered in business, technolo-gy, computer studies, and other areas of interest to persons employed in formal as well as non-formal learning organizations. Program Approvals
Andrews University is approved for teacher education and cer-tification by the North American Division Office of Education of the General Conference of Seventh-day Adventists, the State of Michigan Board of Education, and the National Council for the Accreditation of Teacher Education (NCATE). Students acquiring Michigan Certification at Andrews University are eligible through reciprocal agreements for teacher licensure in most other states and the Canadian provinces.
The Consortium for Outstanding Achievement in Teaching with Technology
Andrews University is a founding member of the Michigan-based Consortium for Outstanding Achievement in Teaching with Technology (COATT). This consortium of higher education insti-tutions and supporting P-12 organizations exists to promote the use of technology in P-12 schools. COATT issues certificates of recognition for pre-service and in-service teachers who demon-strate an exemplary use of technology in teaching. Details on the application process may be found on the Consortium’s web site: http://www.coatt.org. If you are interested in pursuing COATT recognition, contact either Dr. Burton or Dr. Lee Davidson.
Undergraduate and Graduate Teacher Preparation at Andrews University is a three-phase process. Students proceed through the Teacher Preparation Program via a series of formal applications and evaluations. The three phases of the program are:
• Pre-Teacher Preparation (contains General Education) • Teacher Preparation (contains Professional Education
require-ments plus major and minors) • Student Teaching
Teacher Education “Report Card,” Annual Title II Report These data are supplied as mandated by Federal regulations. Indi-vidual copies of the “Report Card” are available from the Department of TLC. The data reported are specific to the Andrews University Teacher Preparation Program between July 2000 and June 2001.
TEACHING, LEARNING, & CURRICULUM
UNDERGRADUATE PROGRAMS
Pre-Teacher Preparation Status. All undergraduate students admitted into the School of Education are in a Pre-Teacher Preparation status until they are formally admitted into the Teacher Preparation program. Only the following Teacher Preparation courses can be taken without admission to the program or special permission: EDPC302, EDTE165, 228 and 408.
Admittance into the Teacher Preparation Program. A formal application for admittance into the Teacher Preparation Program must be submitted to the Department of TLC. This should be done during the sophomore year or during the first semester of course work for transfer and graduate students. The Basic Skills portion of the Michigan Test for Teacher Certification (MTTC) must be passed before admittance to the Teacher Preparation Program. See the Teacher Education Program and Certification Procedures for specific details, p. 254.
Special Requirements for School of Education Students. Applicants who do not qualify for regular or provisional admis-sion to the School of Education due to low GPA may apply to the College of Arts and Sciences. After achieving a minimum GPA of 2.50 for at least one semester (minimum 12 credits), the applicant may apply for a transfer to the School of Education.
Bachelor of Science in Elementary Education
The Bachelor of Science in Elementary Education degree is a professional degree with emphasis in the curriculum and methodology of teaching in the elementary school.
CONTENT MAJORS AND MINORS FOR ELEMENTARY EDUCATION
Students in the Elementary Education program must include a Planned Program minor and one subject content major or two minors. When two minors are chosen, they should be chosen from different groups and at least one should be a subject area com-monly taught in elementary schools (indicated with a *). See course requirements on pp. 250-251.
The required courses for an approved major or minor in General Science, Language Arts, Reading, and Social Studies are listed in the following chart. All other approved majors and minors are listed and described under the appropriate department in the College of Arts and Sciences section of this bulletin.
Data Type Data
Number taking MTTC Basic Skills Exam 30
% passing MTTC Basic Skills Exam 100
Number taking MTTC Subject Area Exams 30
% passing MTTC Subject Area Exams 100
Number of students in the Andrews University 243 Teacher Preparation Program
Number of student teachers supervised (may include 28 guests from other universities)
Number of faculty who supervised student teachers 7
Student teacher/faculty ratio 1:4
Undergraduate Academic Programs Credits BS in Elementary Education (BSELED)
(requires a content major or two minors)
General Science 36 major/24 minor
Language Arts 36 major/24 minor
Social Studies 38 major/24 minor
BS with Secondary Certification
General Science 38
Michigan Department of Education Definition of “Program Completers”
Elementary Education “Program Completers” must qualify for graduation. This includes the following:
• General education core
• Pass the MTTC Basic Skills Exam • Professional education courses* • Planned program minor*
• Approved subject content major* or two minors* • Pass the MTTC Elementary Education Exam (additional
subject area exams are optional) • Be recommended for certification
* EACH of these areas must have a 2.50 GPA with no grade of
C- or below, in addition to a minimum cumulative GPA of 2.50. Courses counted toward meeting the requirements for the planned program minor, the professional education courses, the subject content major, minors, area of concentration, or SDA certification requirements must have a grade of C or above. Students are expected to meet all requirements for Seventh-day Adventist and State of Michigan certification before the degree can be granted. Degree candidates who are unable to qualify for either SDA or Michigan certification may petition the dean of the School of Education to be exempted from meeting the
requirements for one of the two types of certification.
GENERAL EDUCATION CORE REQUIREMENTS The School of Education philosophy of general education is to give the prospective teacher the balance, perspective, and under-standing of a well-educated person—to free him/her from bias, intolerance, and ignorance about humanity’s world environment. Such education should acquaint the student with the basic
knowl-edge and skills necessary for independent and reflective thought so essential for successful living in today’s complex world.
GENERAL EDUCATION REQUIREMENTS FOR ELEMENTARY EDUCATION MAJORS
Religion—12*
RELT100, 225, 308; additional classes may be chosen from RELB210, 214, 304, 305, 335, 374, 375
Arts and Humanities—10 HIST205, 404, ENGL407
One course from: ARTH220; IDSC200, 211; INSL220; MUHL214; PHTO115, 210
Physical/Natural Science—9
Choose a minimum of two areas from the following: BIOL100, 111, 112, 113, 165, 166, 208, 330 CHEM110, 131, 132 PHYS110, 115, 141, 142 IDSC321, 322 Social Science—9 GEOG110, PLSC104, EDPC302 Language and Communication—8-12
Written Expression ENGL115, 215 Communication
COMM104 or 450 Foreign Language (BA only)
FREN/SPAN241
Mathematics and Computer Science—5-8 Mathematics
MATH145 Computer Science
INFS110 Computer Tools (or competency exam) EDTE476
Wellness—4
HLED120 plus three activity courses (1 credit each) Service—4
EDTE165 (4) TOTAL credits—60-67
*Religion Credits for Transfer Students. Students must take one religion course each school year or school-year equivalent. Transfer students must take one course per year of residency or full-time equivalent at Andrews University or another Seventh-day Adventist college or university.
TEACHER PREPARATION MISSION
The primary aim of Andrews University teacher preparation programs (BA, BS, MAT, MA & MS) is to prepare teachers who are competent, compassionate and committed. Upon completion of the professional education program, the pre-service teacher demonstrates knowledge and skill in the following areas: 1. Content knowledge
2. Worldview
3. Human growth and change 4. Groups, leaders, and change 5. Communication and technology 6. Research and evaluation 7. Personal and professional growth
Subject Content Areas BA BS Minors
Group A: Language Arts
English 30
Language Arts* 36 24
Reading (K-8)* 20+
Group B: Social Studies
Geography* 20 History* 38 20 Social Studies* 38 24 Group C: Science/Health Biology* 40 24 Chemistry 20 General Science* 36 24 Physics 20 Group D: Mathematics Mathematics* 30 20+
Group E: Supporting Areas
Bilingual Education in Spanish
(added endorsement only) 24
Behavioral Science (fourth minor only) 24
French (K-12) 33# 20
Music Education (BMus) 36 25
Physical Education (K-12) 42# 24
Spanish (K-12) 33# 20
Group F: Religion
Religion (for SDA certification only) 20 + pending State of Michigan approval
PROFESSIONAL ELEMENTARY EDUCATION REQUIREMENTS
Professional Education Courses
EDPC302, EDTE165(4), 408(3), 425, 444, 445, 446(3), 447, 487*, 488*
*(Exact number of credits for student teaching is determined by the Department of TLC. A minimum of 9 semester credits is required. Students needing fulltime status will take additional credits.) THE PLANNED PROGRAM MINOR—20
EDTE228(3), 418, 420(3), 424, 448, 476(2), 480, 484, ENGL407, GEOG110 or 475, MATH145.
The planned program minor consists of a group of courses relat-ed to teaching in the elementary school and is requirrelat-ed by the State of Michigan. All courses listed must be completed either in the Planned Program minor or in other areas of the degree require-ments. The total credits in the planned program must be at least 20.
General Science Major—36
The Michigan Department of Education requirements for this major will be changing within the next two years. All students with this major will be expected to meet the requirements in effect for this major at the time of graduation. Contact your advisor for further details.
Advising for this major is done by the Department of TLC. Required courses:
Life Science/Biology—6-8 credits
BIOL208, choose one from BIOL100, 111, 165 Physical Science—6 credits minimum
CHEM110, PHYS115
Earth/Space Science—9 credits minimum BIOL330, GEOG240, PHYS110
Mathematics & Technology—5 credits minimum MATH145, EDTE476
Electives chosen by advisement from the above areas to complete the requirements.
Language Arts Major—36
Advising for this major is done by the Department of TLC. Required courses:
COMM280, 450, EDTE418, ENGL250, 267, 300, 407, SPPA435; two courses from ENGL270, 375, 376, 378; one from ENGL438, 454 or 467. Remaining credits from COMM320, 436, 456, EDTE420, 484, ENGL445, 460, SPPA234, 321.
Social Studies Major—38
Advising for this major is done by the Department of History and Political Science.
Required courses:
ECON225, 226, GEOG110, 260, HIST117, 118, 204, 205, 404, 490, PLSC104, 307, EDTE447. Remaining credits may be cho-sen from history, political science, geography, and economics.
General Science Minor—24
The Michigan Department of Education requirements for this minor will be changing within the next two years. All students
with this minor will be expected to meet the requirements in effect for this minor at the time of graduation. Contact your advisor for further details.
Advising for this minor is done by the Department of TLC. Life Science/Biology— 6 credits
BIOL100, 111 and 208
Physical Science—minimum 6 credits CHEM110, PHYS115
Earth/Space Science—minimum 6 credits Select from: BIOL330, GEOG240, PHYS110 Mathematics & Technology—minimum 3 credits
MATH145
Electives by advisement.
Language Arts Minor—24
Advising for this minor is done by the Department of TLC. Required courses:
COMM450, EDTE418, ENGL250, 267, 300, 407, one of ENGL270, 378; select remaining courses from COMM280, 436, EDTE420, 484, ENGL454, 460, SPPA234, 321, 435.
Reading Minor—20
This minor has been submitted to the Michigan Department of Education. It had not been approved when this bulletin went to press. Required courses:
EDTE417, 418, 420, 460, 484, 485.
Choose electives from COMM280, EDTE160, 164, ENGL407, 408, 460, SPPA321, 435
Social Studies Minor—24
Advising for this minor is done by the Department of History and Political Science.
Required courses:
HIST118, 204, 205, 404, PLSC104, ECON225, GEOG110, EDTE447 and 6 remaining credits from two of the following areas: political science, geography, and economics.
Bachelor of Arts (BA) Option
Students may choose the Bachelor of Arts degree with Elementary Certification. The degree is granted by the College of Arts and Sciences. Requirements for General Education, profes-sional education courses and the planned program minor are the same as for a Bachelor of Science in Elementary Education.
Bachelor of Science (BS) (Individualized
Program)
This degree may be planned for students who have career goals and/or special interests in the area of education not requiring K-12 teaching credentials or for individuals planning on earning certifi-cation in a five-year program ending with an MAT degree. The degree includes two main parts:
(1) an appropriate general education component, and
(2) an interdepartmental area of concentration totaling at least 66 credits, 20 of which must be education course credits. Admission
to the program or transfer from another program must be granted by program faculty before any education courses may be taken.
Secondary Certification with a BA or BS Degree
Students preparing for teaching in secondary schools (grades 7-12) may choose from either the Bachelor of Arts or the Bachelor of Science degree programs. These degrees are granted by the College of Arts and Sciences, School of Education, and College of Technology.
Michigan Department of Education Definition of Program Completers
Secondary Education “Program Completers” must qualify for graduation or hold a bachelor’s degree. Additional requirements for “Program Completers” include the following:
• Completion of general education core • Passing score on the MTTC Basic Skills Exam • Completion of professional education courses* • Approved subject content teaching major* • Approved subject content teaching minor*
• Passing score on the MTTC Subject Area Exams for both major and minor
• Recommendation for certification.
* EACH of these areas must have a 2.50 GPA, with no grade of
C- or below, in addition to a minimum cumulative GPA of 2.50.
GENERAL EDUCATION REQUIREMENTS FOR SECONDARY CERTIFICATION
Religion—12*
RELT100, 225, 308; additional classes may be chosen from RELB210, 214, 304, 305, 335, 374, 375
Arts and Humanities—10 HIST117, 118, 404
One course from: ARTH220, ENGL255, IDSC200, 211, MUHL214, PHTO115, 210
Physical/Natural Science—9 IDSC321 and 322
Plus one 3-credit restricted choice
BIOL100, 208, 330, CHEM110, PHYS110, 115, 405 Social Science—9
Two courses chosen from ANTH124, ECON225, EDPC302, EDTE228, GEOG110, PLSC104, PSYC101, SOCI119 One of the following courses: BHSC220, 235, IDSC237 Language and Communication—8-12
1. Written Expression ENGL115, 215 2. Communication
COMM104
3. Foreign Language (BA only) FREN/SPAN241
FREN/SPAN242
Mathematics and Computer Science—5-8 Mathematics
MATH145 Computer Science
INFS110 Computer Tools or competency exam EDTE476
Wellness—4
HLED120 plus two activity courses (1 credit each) Service—4
EDTE165(4)
TOTAL Credits—59-65
*Religion Credits for Transfer Students. Students must take one religion course each school year or school-year equivalent. Transfer students must take one course per year of residency or full-time equivalent at Andrews University or another Seventh-day Adventist college or university.
SECONDARY PROFESSIONAL EDUCATION COURSES EDPC302, EDTE165(4), 228(3), 408(3), 417, 424, 459, 476(2), 480, 487, 488*
*The exact number of credits for student teaching is determined by the Department of TLC. A minimum of 9 semester credits is required. Students needing full-time status will take additional credits.
CONTENT MAJORS AND MINOR FOR SECONDARY EDUCATION
Descriptions of the General Science and Social Studies majors follow. All other approved majors and minors are described under their respective departments in other sections of this bulletin.
LIST OF CONTENT MAJORS AND MINORS FOR SECONDARY CERTIFICATION
Subject Areas BA BS Minor
Behavioral Science
(Behavioral Studies) 40 24
Biology 40 22
Bilingual Education in Spanish
(Endorsement area only) 24
Chemistry 40 20
Computer Science 40 20
English 36 21
French (K-12)# 30 21
General Science (must be accompanied with a Biology,
Chemistry or Physics minor) 38
Geography 20
History 38 20
Mathematics 39 20
Mathematics Education 30
Music Education (K–12)
(BMus degree includes minor) 70
Physical Education (K-12)# 40 24
Physics 40 20
Political Science 21
Religion (SDA only) 54 20
Social Studies 56
Sociology 20
Spanish (K-12)# 30 21
Technology Education
(Industrial Arts) 64-69
Visual Arts Education (K-12)+ 50 + pending State of Michigan approval
General Science Major—38
The Michigan Department of Education requirements for this major will change within the next two years. All students with this major will be expected to meet the requirements in effect for this major at the time of graduation. Contact your advisor for further details.
Advising for this major is done by the Department of TLC. The General Science major requires 38 semester credits. To complete the General Science major students complete courses in three of the four content area groups listed below. The student must complete a subject minor in the fourth area. Currently, minors in Biology, Chemistry and Physics are approved for certification. Biology—minimum 10 credits BIOL165, 166 Chemistry—minimum 8 credits CHEM131, 132 Physics—minimum 8 credits PHYS141, 142
Earth/Space Science—minimum 12 credits BIOL330, 348, PHYS110, GEOG240 Required Cognate
MATH167
Electives, as approved by advisement, from these content areas to complete requirements.
BS: Elementary Education Major in Social
Studies—38
ECON225, 226; GEOG110, 260. HIST117, 118, 204, 205, 404, 490; PLSC104, 307
Electives: Remaining credits chosen from economics, geography, history, and political science.
The Major Field Achievement Test in history must be taken by all majors in their senior year.
All students with this major will be expected to meet the requirements in effect for this major at the time of graduation. Contact your advisor for further details. Advising for this major is done by the Department of History and Political Science.
THE TEACHER EDUCATION PROGRAM AND CERTIFICATION PROCEDURES
Admission to the Teacher Preparation Program. The applica-tion for admission to the teacher preparaapplica-tion program should be submitted by undergraduate students while completing EDTE165. Application for admission to the teacher preparation program should be done by transfer students and by Master of Arts in Teaching (MAT) students during the first semester of enrollment. Applications are considered semi-annually by the Certification, Screening, and Petitions Committee.
Before being admitted, students must meet the criteria for admission listed below:
• Take the following tests: ACT or SAT, and Andrews Mathematics Department placement examination. Take additional courses as indicated by exam results.
• Satisfactorily complete EDTE165.
• Choose appropriate teaching major and/or minor(s). • Pass the MTTC Basic Skills Test.
• Maintain a minimum GPA of 2.50 in each of the following areas: 1. major(s)*,
2. minor(s)*,
3. professional education courses*, and 4. overall course work.
*A course with a grade less than C in a major, minor or profes-sional education must be repeated. All courses taken at Andrews University or transferred to Andrews University are included in calculating the GPA.
• Provide recommendations from the teacher of EDTE165 and one other Andrews University faculty member.
• Maintain a professional teaching portfolio.
• Demonstrate clearance in regard to felony or misdemeanor conviction as an adult.
• Demonstrate the professional disposition of an educator. Upon admission, students are charged a Professional fee and by semester of enrollment an Epsilon Lambda Theta Society mem-bership fee.
Admission to Student Teaching Candidacy
• A formal application for student teaching must be submitted before November 30 of the school year prior to the one in which the student teaching will be done.
• The application is considered by the Certification, Screening, and Petitions Committee.
• Before being accepted, students must have met the criteria for admission listed below.
1. Secure admission to the teacher preparation program. 2. Complete EDPC302 and EDTE408 or equivalents.
3. Submit an acceptable plan for completing all required course work. (You must notify the Director of Student Teaching and the Certification Registrar if this plan changes). All prerequi-sites for student teaching as stated in the University Bulletin must be met prior to the student-teaching semester. 4. Submit a plan for completing the required MTTC Michigan
Subject Area Exams.
5. Maintain a minimum GPA as outlined in the criteria for admission to teacher preparation.
6. Obtain a recommendation from three sources: a professor from a methods course, a professor from your major or minor, and a professor from your minor.
7. Demonstrate clearance in regard to felony and misdemeanor conviction as an adult. A new form must be signed at this time even though one was filed previously.
Admission to Student Teaching Semester
1. The director of student teaching presents to the Certification, Screening, and Petitions Committee the prospective student teacher’s candidacy for clearance to begin student teaching. 2. This clearance should be made the semester before the student
begins the student teaching experience.
3. Before being cleared for student teaching, students must meet the following criteria:
• Admission to student teaching candidacy • Completion of the approved course of study • Passing scores on MTTC Subject Area Exams
• Completion of all transfer and correspondence courses at least one month before the student teaching semester begins • Submission of OFFICIAL transcripts for any course work
completed at another institution.
4. The minimum GPA required for admission to the teacher preparation program must be maintained.
5. Clearance in regard to felony and misdemeanor conviction as an adult must be demonstrated. A new form must be signed at this time even though one was filed previously.
Student Teaching Placement Process. Elementary and secondary student-teaching placements are available in private or public schools. Specific assignments are made after consultation with the director of student teaching who makes all contacts and
arrange-ments with the schools. Student preferences are considered, but not necessarily honored.
The placement interview with prospective student teachers and admission to the student teaching program take place at least one semester before student teaching begins, though preferably in February of the preceding year. It is the student’s responsibility to make contacts with the director of student teaching and cooperate in the placement process during this placement semester. A pre-student-teaching visit to the school is required before placement is finalized. If the school personnel do not accept the student, the director of stu-dent teaching will make a maximum of two additional attempts to place the student at other schools.
Students requesting placement at a distance greater than 150 miles from campus will be responsible for covering supervision expenses. The First Days of School Experience is a concentrated, full-time laboratory program which begins prior to the beginning of the university’s fall semester.
The experience focuses on the critical week preceding and following the first day of school. It provides specific answers to the pre-service teacher’s question, “What do I actually do during the first days and weeks of school?” The program includes practical application of classroom-management theories. Emphasis is placed on the tasks teachers must perform in the weeks before school opens, organizing and conducting the all-important first day, and the tasks teachers encounter during the first weeks of school. These tasks include
1. Short- and long-range planning 2. Constructing units of instruction 3. Selecting materials and supplies 4. Organizing and managing the classroom 5. Establishing discipline procedures
6. Record keeping (including the daily register)
Student Teaching Semester. The student-teaching semester consists of a minimum of 15 weeks of full-time observation, participation, and teaching under supervision in an elementary or secondary school. If the beginning and ending dates do not coincide with the university semester calendar, the student-teaching calendar takes precedence over the university calendar.
Orientation for student teaching is conducted before the students go to their assigned schools. The time and date of orientation are announced by the director of student teaching. During orientation, each student receives a packet of materials containing information about student-teaching requirements and evaluation procedures.
A weekly student-teaching seminar meets after school hours during the semester. The specific time is announced by the director of student teaching.
The student may not take other courses during the student-teach-ing semester. Work for remuneration should be suspended. Full attention to their teaching responsibilities helps ensure students’ success, which in turn is vital to receiving a positive recommenda-tion from the supervising teacher and university supervisor.
TEACHER CERTIFICATION PROCEDURES
Michigan Tests for Teacher Certification. All applicants for State of Michigan K–12 teaching credentials must pass the MTTC Subject Area Exams before a recommendation can be submitted to the Michigan Department of Education. For details on what the tests are and when they are offered, see the Department of TLC. Certification Exemption Petition. Students planning to qualify for a teaching certificate at Andrews University are expected to
meet both SDA and State of Michigan certification requirements. Exceptions to this requirement are considered only after a student submits a formal petition to the Department of TLC Certification, Screening, and Petitions Committee.
Final Steps to Secure Certification. The student working towards a teaching certificate is responsible for ensuring that his/her program is one of the programs approved at Andrews University for teacher certification at the appropriate level. Students should seek the advice of their Department of TLC advisor early in their program. Undergraduate and graduate students should not assume that completing a degree qualifies them for a specific teaching certificate. Graduate students must have their certification pro-grams approved by the certification registrar. The following requirements for certification eligibility both to undergraduate and graduate students and must be met before certification is issued: • Complete bachelor’s degree requirements
• Achieve a minimum GPA of 2.50 overall, and 2.50 in each of the following:
1. major(s)*, 2. minor(s)*,
3. area of concentration*, and 4. professional education courses.
(*The averages include all courses taken at Andrews University and those transferred from other institutions.) • Earn grades of C or above in all courses in
1. professional education, 2. major(s),
3. minor(s), and 4. areas of concentration. • Pass MTTC Subject Area Exams.
• Complete student teaching with a positive recommendation from the supervising teacher
• Obtain a positive recommendation for certification from a fac-ulty member in the Department of TLC
• Demonstrate clearance in regard to felony or misdemeanor con-viction as an adult. Forms for clearance purposes are available at the Department of TLC
• Request that Official Transcripts be sent directly to the Certification Registrar in the Department of TLC
Application for a Teaching Certificate. In their final year, while applying for graduation, students must also apply for the teaching certificate. The certificate is granted after graduation. The certifi-cation applicertifi-cation is filed on forms available at the Teacher Certification Office located in the Department of TLC. Andrews University recommends the applicants who qualify for certifica-tion. Students qualifying for Seventh-day Adventist certification receive a Verification of Eligibility Certificate that is honored by the union (an SDA jurisdiction) in which they first accept a teach-ing position. A recommendation for a Michigan Provisional Teaching Credential is submitted to the Michigan Department of Education. The State of Michigan bills the recommended appli-cant for a Provisional Teaching Certificate. The amount billed must be paid directly to the state before the certificate is issued.
Further information on teaching credentials, SDA certification, State of Michigan certification, updating original certificates, and adding endorsements can be found on pp. 260-262.
GRADUATION REQUIREMENTS
In addition to meeting the general requirements for a baccalaureate degree on p. 29, students who seek baccalaureate degrees with elementary or secondary certification must • Complete requirements for approved major, minor(s), and
pro-fessional education courses as described under each specific degree (Due to scheduling complexities, students seeking certi-fication may take more than four years to complete a degree.) • Maintain a minimum GPA of 2.50 overall, and a 2.50 in the
following: 1. major(s)*, 2. minor(s)*,
3. area of concentration*, and 4. professional education courses*
(*The averages include all courses taken at Andrews University and those transferred from other institutions.) • Earn a 2.00 minimum GPA in all other credits at Andrews
University
• Complete the Senior Exit examination, which serves as the senior-level evaluation
• Take a minimum of 30 of the final 37 semester credits in resi-dence (permission must be given by the dean to take up to 10 credits anywhere other than Andrews University.)
• Qualify for either Michigan Teacher Certification or an SDA Basic Teaching Credential (This item applies to BS Elementary Education majors and BS Secondary General Science and Social Studies majors.)
• Submit a formal request for graduation, approved by the student’s advisor, the certification registrar, and a designated records officer.
TEACHING, LEARNING, & CURRICULUM
GRADUATE PROGRAMS
GRADUATE CERTIFICATE PROGRAMS
Reading/Literacy Education (SDA Certification)
MISSION
A Graduate Certificate in Reading/Literacy Education prepares teachers and clinicians to enrich and improve the quality of life of all individuals through literacy.
The program is designed to provide a planned sequence of courses that may be used to earn an SDA endorsement in reading by
per-sons holding an SDA Standard Teaching Certificate in Elementary or Secondary Education. Each certificate candidate must work with the Andrews University certification registrar in the Department of TLC to see that all requirements are met. Completion of the certifi-cate program is a separate process from obtaining the SDA reading endorsement. It is the student’s responsibility to make contact with the Andrews University certification registrar.
COMPONENTS OF THE PROGRAM
EDPC525: Education and Psychology of the Exceptional Child (or equivalent) is a prerequisite for admission to the certificate program.
EDCI689 Portfolio (0), EDPC644, EDTE485, EDCI627, 647, 680, 689 Action Research
TOTAL for GCR/LE—12 credits
Special Education (SDA Certification)
This program emphasizes teaching strategies for persons with disabilities. It is offered in combination with other departments within the School of Education. The program consists of 12 semester hours including EDPC525, EDCI627, 647, EDPC540, EDRM640, EDPC644, EDPC654 or EDCI680, and EDCI689. The courses are offered as summer intensives. Persons completing certificate requirements who currently hold a standard SDA teach-ing credential will be recommended for an SDA specialty endorsement in special education.
Master of Arts in Teaching (MAT)
This flexible, professional degree program is designed to meet the needs of a wide range of individuals. Typical MAT students belong to one of the following categories:
1. Persons who have earned a bachelor’s degree and are now seek-ing teacher certification at the elementary or secondary level 2. Persons who hold teacher certification at either the elementary
or secondary level and seek certification at the other level. 3. Persons who hold a teaching certificate and want to strengthen
or add a specific subject area endorsement.
Candidates for the MAT degree must hold or qualify for a Seventh-day Adventist or State of Michigan teaching certificate or its equivalent before the degree can be granted. The 32 credits listed for the completion of this degree represent the minimum number of hours required for the MAT. Persons who enter the MAT program without a teaching certificate should expect to complete more than 32 credits. The certification registrar evalu-ates transcripts and identifies specific certification requirements for each student needing certification.
Three specialization options are available in the MAT program: • An elementary education emphasis
• A secondary education emphasis • A specific content area emphasis
(Biology, English, English as a second language, History, French, Spanish and Reading.) Specific requirements for these content area emphases are found in the departmental listings of this bulletin. MAT Prerequisites
1. An undergraduate degree with a major and/or a minor(s) in teaching area(s).
2. Six semester credits, including a course in educational psychol-ogy, and other basic areas such as educational philosophy, instruction, or evaluation. If not previously taken at the under graduate level, the 6 credits may be taken at the graduate level but do not necessarily apply toward the graduate degree program.
Graduate Programs Credits
Non-Degree Graduate-Level Teacher Certification and Endorsement Programs
(Elem) SDA and MI Certification variable
(Sec) SDA and MI Certification variable
Reading Literacy (SDA Certification) 12
Special Education (SDA Certification) 12 Master of Arts in Teaching
Elementary Education 32
Secondary Education 32
Content Area Emphasis 32
(Biology, English, ESL, History, Spanish, French, Reading)
Master of Arts: Education
Curriculum and Instruction Emphasis 32
Reading Emphasis 32
Master of Science: Education
Special Education Emphasis (MI-LD Certification) 31+ EdS
Curriculum and Instruction 64
EdD/PhD
Michigan Department of Education Definition of Program Completers
To qualify as a “Program Completer,” MAT students seeking their initial Elementary Teaching certificate must complete the following:
• A bachelor’s degree
• Professional education courses* • Planned program minor*
• Approved subject content major or two minors*
• Pass the MTTC Elementary Education Exam (subject area exams are optional
• Be recommended for certification.
* EACH of these areas must have a 2.50 GPA.
To qualify as a “Program Completer,” MAT students seeking their initial Secondary Teaching certificate must complete the following:
• A bachelor’s degree
• Professional education courses*
• Approved subject content teaching major* • Approved subject content teaching minor*
• Pass the MTTC Subject Area Exams for both major and minor • Be recommended for certification.
* EACH of these areas must have a 2.50 GPA.
MAT Program Procedures
• Apply for admission to the Andrews University School of Education
• Request evaluation of transcripts by the certification registrar • Develop a course plan in collaboration with advisor
• Take initial classes during the first semester
• Take the Basic Skills section of the MTTC during first semester • Students transferring in a major and/or minor must pass the
rel-evant MTTC Subject Exams during their first semester of enrollment
• Apply for admission to the teacher preparation program during the first semester (see p. 254)*
• Continue course work
• Apply for admission to Student Teaching Candidacy (see p. 254)* • Take the Subject Area section(s) of the MTTC
• Complete course work, including EDTE588 & 688. • Apply for teaching certificate (see p. 255).
MAT: REQUIRED COURSES Educational Foundations—3
EDFN500
Professional Education Core—9-12
EDPC525, 3 credits of instructional methods by advisement, EDTE476(2) & 698
Specialization and Electives—17-20
Choose one of the following areas of specialization.
Elementary Education Specialization. Students select courses in consultation with their advisor from those required for certification.
Secondary Education Specialization. Students select courses in consultation with their advisor from those required for certification.
Content Area Specialization. Students select courses in consulta-tion with a content area advisor. Students should note the specific subject area requirements in the appropriate section of this bulletin. Requirements vary. Students seeking a subject endorse-ment must complete the equivalent of a minor in that area.
Eligibility for Certification—variable*
Students who enter the MAT program without teacher certifica-tion must qualify for a teaching certificate to complete the degree. See specific certification requirements below.
TOTAL degree credits—32**
* Course requirements for persons seeking their first teaching certifi-cate vary slightly from those who already have a teaching certificertifi-cate. ** A minimum of 12 credits must be 500-level or higher. Students who enter the MAT program without a teaching certificate typically must complete more than 32 to qualify for a teaching certificate. Field Work and Comprehensive Examinations. Field work and comprehensives may be required at the discretion of the subject specialization advisor and/or the professional education advisor. See Application for a Teaching Certificate on p. 255.
MAT students should consult the Teacher Certification Procedures section of this bulletin for details about applying for Teacher Certification.
MA: EDUCATION
Reading Emphasis
(Not currently enrolling students in this program) MISSION
The Reading Education Program prepares educators to enrich and improve the quality of life of all individuals through literacy. Faculty and students collaborate to develop expertise in understand-ing and guidunderstand-ing the readunderstand-ing/learnunderstand-ing process for a diverse clientele.
The Master of Arts: Education with a Reading Emphasis pre-pares students for work as reading consultants, supervisors in reading instruction, or teachers of reading. After determining the student’s academic preparation and goals, a course plan is pre-pared to meet his/her individual needs. The program requires a minimum of 32 credits with 22 credits in the reading area of emphasis.
Prerequisites. Three of the following four courses (EDTE417, 418, 420, 484) are prerequisites for admission. If not previously taken at the undergraduate level, the three courses may be taken at the graduate level but do not apply toward the graduate degree program.
DEGREE REQUIREMENTS Reading Core Concentration—22
COMM436, EDCI569, 665, 680, 689, EDTE417, 630, EDTE485 or EDCI570
Required Related Emphasis—6 EDFN500, EDRM505
Electives approved by advisor—4
(or enough to total 32 credits for total program)
ENGL460, EDCI547, 645, 646, 648, 665, 680, 690, EDPC514 TOTAL MA degree credits—32
MA: EDUCATION
Curriculum and Instruction Emphasis
The master’s degree program in Curriculum and Instruction is designed to prepare persons for work in school systems and other organizations with emphasis upon curriculum development and the improvement of instruction. A minimum of 32 credits is required in the areas of educational foundations, professional
con-centrations, research, and electives.
While programs in curriculum and instruction are designed for experienced educators, provision is made for individuals desiring a career change. Such persons may be required to earn more than the minimum 32 credits.
Prerequisites. Study covering such basic areas as educational phi-losophy, educational psychology, instruction and evaluation is a prerequisite for admission. If not previously taken at the under-graduate level, credits may be taken at the under-graduate level but do not necessarily apply toward the graduate-degree program. DEGREE REQUIREMENTS
Core Requirements—14
EDCI547, 565, 620, 650, 689: Portfolio, 689: Assessment, 689: Trends
Focus Area Requirements—12
To include 4 credits course work selected by advisement from EDCI607, 617, 627, 637, 647, 657 and 3 credits selected by advisement from one or more of the following: EDCI, EDAL, EDFN, EDRE and EDPC and 5 credits of guided electives Educational Foundations—3
EDFN500 Research—3
EDRM505
TOTAL MA degree credits—32
The thesis, EDCI699, is optional. If desired, a proposal for its completion should be developed cooperatively with the faculty advisor. Credits for thesis (3) may count toward the specialization section above.
MS: EDUCATION
Special Education/Learning Disabilities
Emphasis
All students seeking this degree will be expected to meet the requirements in effect which are set forth by the State of Michigan at the time of graduation. Students should contact their advisor for further details. This certification has been submitted to the Michigan Department of Education, when this bulletin went to press, but it has not been approved.
Completion of required course work leads to a Michigan State Teaching Certification in Special Education in the area of Learning Disabilities and a Masters of Science Degree in Education.
The State of Michigan requires students to possess a valid State of Michigan General Education Teaching Certification prior to the submission of an application for a Special Education Teaching Certification.
Some of the course work in this graduate program may be offered through on-line class scheduling.
DEGREE REQUIREMENTS
Prerequisites—15 (undergraduate/graduate credits)
EDPC525 or EDTE228, EDPC514 (this course must have a focus on learning), EDPC540, EDTE420 (swing), SPPA435 Core—22 (19 graduate credits and with 3 of the 19 credits taken
from a swing course)
EDFN500, EDPC515, 632, 644, 672, EDCI645, 756, EDRM505
Specialty—9
EDCI617, 665, 680, 689
TOTAL MS degree credits—31+ credits*
* Students may have to take additional credits if they have taken the required course work from another institution and the courses are older than the acceptable university course credit transfer policy and/or the student is over the number of credits they can transfer in from another university. When a student is in this situation, addi-tional courses should be chosen in consultation with their advisor.
CURRICULUM AND INSTRUCTION
ADVANCED DEGREE PROGRAMS
MISSION
The Department of Teaching, Learning and Curriculum offers three advanced degree programs. As companions in learning, fac-ulty and students are committed to global Christian service through excellence in teaching, learning, and research. PROGRAM
The field of Curriculum is concerned with creating superior learning environments within schools, colleges and universities, and other organizations. C&I is interdisciplinary involving a broad spectrum of content areas and education. The advanced degrees offered are Educational Specialist, Doctor of Education, and Doctor of Philosophy.
Specialized study is offered within Curriculum and Instruction for personnel at elementary, secondary and tertiary levels. Included are specialized focus areas such as educational technolo-gy and instructional leadership. Increasingly, C&I is involved in the preparation of trainers for industry and non-profit organiza-tions. At the doctoral level, Curricuoum and Instruction cooper-ates with other selected academic departments in offering advanced cognates for persons preparing to be college teachers.
For persons pursuing teaching careers in K-12 schools, the MAT teacher certification degree program is strongly recommended. See p. 256.
EdS: Curriculum and Instruction
The Educational Specialist (EdS) degree in Curriculum and Instruction prepares experienced teachers for leadership positions in teaching, supervising, curriculum design and instructional improvement at the elementary, secondary, K-12, or higher educa-tion levels.
EdS students specializing in the elementary and/or secondary levels must
• Qualify for Seventh-day Adventist and/or public-school certifi-cation in the area(s) of specialty prior to graduation.
• Achieve a minimum of two years satisfactory classroom experi-ence prior to receiving the EdS degree. The curriculum for the EdS degree consists of a minimum of 64 semester credits beyond the baccalaureate degree distributed as listed below. Prerequisites. Adequate graduate and/or undergraduate semester credits in professional education* to cover such basic areas as educational philosophy, educational psychology, instruction and evaluation. Department advisors determine adequacy of prepara-tion for further study toward the EdS.
* If not taken at the undergraduate level, classes may be taken for graduate credit but course work does not necessarily apply toward the graduate degree program.
DEGREE REQUIREMENTS Core Requirements—16-19
EDCI547, 565, 620, 636, 650, 665, 689: Portfolio, 689: Assessment, 689: Trends
Focus Area Requirements—34-37
Include 6 credits course work selected by advisement from EDCI607, 617, 627, 637, 647, 657; 3 credits from EDCI799; 4 credits selected by advisement from one or more of the follow-ing: EDCI, EDAL, EDFN, EDRE and EDPC; and 21-24 credits of guided electives
Educational Foundations—5-6
EDFN500 and another foundations course by advisement Research—6
EDRM505, 611
TOTAL EdS degree credits—64
EdD/PhD: Curriculum and Instruction
Programs leading to the doctoral degrees in Curriculum and Instruction consist of five components: educational foundations, professional concentration, research, electives, and a dissertation. They are designed to prepare educators to contribute to the field of education through research and leadership in curriculum change and instructional improvement in learning organizations. Though integrated, the five components may vary in distribution according to a student’s previous professional experience and career plans. A variety of emphases relating to both academic sub-jects and supervisory specializations are available.
Doctor of Education. As the more professionally-oriented degree, the EdD is designed for educational leaders who contribute to the field of education through their work in the field, developing cur-ricula, supervising, and leading out in instructional improvement and school change. Additional program requirements for this degree include an advanced project and an internship.
Doctor of Philosophy. As the more research-oriented degree, the PhD is designed for leaders who contribute to education through original, theoretical and conceptual research. Additional program requirements for this degree include a second basic-research course and an advanced research-methodology course.
Both doctoral programs in Curriculum and Instruction consist of a minimum of 91 semester credits beyond the baccalaureate degree and a dissertation as outlined below.
Prerequisites. Credits in professional education* covering such basic areas as educational philosophy, educational psychology, instruction and evaluation.
*If not taken at the undergraduate level, the credits may be taken for graduate credit but course work does not necessarily apply toward the graduate degree program.
DEGREE REQUIREMENTS Core Requirements—16-23
Courses selected from EDCI547, 565, 620, 636, 650, 665, 689: Portfolio, EDCI730, 886 and 889
Focus Area Requirements—8-12
Courses selected by advisement from EDCI607, 617, 627, 637, 647, 657, 756, cognate studies, and credits from EDCI, EDAL, EDFN, EDRE and EDPC
Foundations—7-9
EDFN500 and two additional foundations courses by advisement
Research—12-14
EDRM505, 611, 710 and one Basic Methodology course from: EDRM604, 605 or 612; or EDCI636; or HIST650
EdD students—EDCI799 (2-4)
PhD students—second Basic Methodology course plus course chosen from EDRM775 or EDCI885, HIST695, EDRM613 Electives—20-31
In cognate (optional) and/or supporting area course work Dissertation—16
EDRM880, EDCI899
TOTAL EdD/PhD degree credits—91+
Credits required in the categories above represent minimums; additional course work may be required as recommended by advi-sor. Credits listed above may not be counted twice to satisfy dif-ferent categories.
Cognates. If a cognate is chosen, students should specialize in a content area in which they have had profesisonal experience. Individuals planning to complete a doctorate in the teaching of a selected cognate discipline should hold the equivalent of a master’s degree in that discipline. Students choosing this option must take a minimum additional 8-12 credits of advanced graduate work in the cognate discipline after being admitted to the program.
The student and his/her cognate advisor arrange course work, including interdisciplinary courses and seminars, according to the student’s career plans. Course work, the comprehensive examina-tion, and the dissertation integrate education and the cognate area under the guidance of both education and cognate faculty.
TEACHER CERTIFICATION INFORMATION
TEACHER CERTIFICATION PROCEDURES
Michigan Tests for Teacher Certification. All persons in the Andrews University Teacher Preparation Program must pass the MTTC Subject Area Exams before being recommended for certifi-cation. For details on what the tests are and when they are offered, see the Department of Teaching, Learning and Curriculum.
NON-DEGREE TEACHER CERTIFICATION PROGRAMS Post-baccalaureate teacher certification and endorsement pro-grams not leading to a degree are available.
Post-Baccalaureate/Graduate Level. Andrews University provides opportunities on the graduate level for achieving Seventh-day Adventist and or State of Michigan elementary and secondary certification. Students may work towards certification without being in a degree program or they may complete certifica-tion requirements while taking courses required for the Master of Arts in Teaching (MAT) degree.
Steps for Obtaining Teacher Certification
1. Submit all transcripts for evaluation by the certification regis-trar in the Department of Teaching and Learning and receive an outline of requirements needed for certification.
2. Apply for admission to the School of Education.
3. Counsel with a faculty advisor in the Department of Teaching, Learning and Curriculum and in major/minor departments as needed.
4. Take the prescribed courses. 5. Pass the MTTC Basic Skills Exam
6. Apply for admission to the Teacher Preparation Program. (See Admission to the Teacher Preparation Program on p. 254 for additional criteria.)
7. Continue course work.
8. Apply for admittance to student teaching. (See Admission to Student Teaching Candidacy and Admission to Student Teaching.) 9. Pass the MTTC Subject Area Exams
10. Complete program of study and apply for certification. Residency Requirements for Certification. Non-Andrews University graduates must complete at least 10 credits in resi-dence to qualify for a recommendation for a teaching certificate and endorsement.
STATE OF MICHIGAN CERTIFICATION
The State of Michigan issues two types of teaching creden-tials—provisional and professional. Elementary certificates are valid for teaching all subjects in grades K–5 and in all subjects in grades 6–8 if teaching in a self-contained classroom. Secondary certificates are valid for teaching in subject areas in grades 7–12. Michigan Provisional Certificate. The Provisional Certificate is issued to certification candidates who have completed the require-ments for a bachelor’s degree, including a major and minor (ele-mentary has a major or two minors option) and the professional education component. (Refer to the specific requirements for the provisional certificate in the Andrews University Elementary and Secondary Education program sections of this bulletin.)
Michigan Professional Certificate. To qualify for a Michigan Professional Education Teaching Credential, applicants must show that they have completed the following:
• Three years of successful teaching under the authority of and after the issuance of a valid Provisional Teaching Credential. • Eighteen (18) semester credits of study after issuance of the
state Provisional Teaching Credential in a planned course of study that includes the reading credits required by the State of Michigan.
RENEWING STATE OF MICHIGAN CREDENTIALS AND STATE PROFESSIONAL CERTIFICATION
The Michigan Provisional Teaching Credential is valid for six years. By the end of that period, each certificate holder who wishes to upgrade or to keep his/her Michigan credential current must qualify either for a certificate renewal of their Michigan Provisional Teaching Credential or a Michigan Professional Teaching Credential.
Renewal of Provisional Certificate. To qualify for the renewal, the applicant must complete at least 10 semester credits of approved course work in a Planned Program after the Provisional Certificate is issued. Work taken by correspondence does not qualify.
Renewal of Professional Education Certificate. A Professional Education Certificate is valid for up to five years. It may be renewed, with proper application, for up to an additional five years. Renewal assumes that the applicant has completed 6 semester cred-its from an approved teacher-preparation institution, or submitted evidence of the equivalent in continuing education units completed through professional development programs or professional activi-ties defined and approved by the state board, or in any combination thereof. Applicants need to contact the Michigan Department of Education to renew their credentials and for further information.
ADDING ENDORSEMENTS TO SDA AND MICHIGAN CREDENTIALS
This section outlines criteria and procedures for adding an elementary or secondary endorsement at Andrews University. Other endorsements are also available.
Procedures for Adding Another Level of Certification— Elementary or Secondary
• Develop a program for securing the additional level of certification in counsel with the certification registrar. • Counsel with the Department of Teaching, Learning and
Curriculum advisor as the program is being implemented. • Apply for admission to the program on the new level.
• Pass the MTTC Subject Area Exams(s) for any new endorsements. • Apply for student teaching before November 30 to be eligible
for the next academic year.
• Apply to the certification registrar for a teaching certificate within one semester of completing the program.
Adding an Elementary Endorsement to a Secondary Certificate To add an elementary-level teaching endorsement to a secondary certificate, one must
• Have a valid secondary-teaching certificate
• Complete a major or two minors appropriate for the elementary level (see list of majors and minors under elementary
certification at post-baccalaureate level)
• Pass the MTTC Subject Area Exam(s) for any new endorsement area(s) and the Elementary Professional Exam
• Complete professional education courses and the planned program minor (See p. 252 for specific requirements.) • Apply for new endorsement.
Adding a Secondary Endorsement to an Elementary Certificate To add a secondary-level teaching endorsement to an elementary certificate, one must
• Have a valid elementary teaching certificate.
• Complete a major and a minor appropriate to the secondary level (see list of approved majors and minors under secondary certification at post-baccalaureate level.
• Pass the MTTC Subject Area Exams for any new endorsements. • Take EDTE417 Reading in Content Areas: Secondary (3 credits) • Take EDTE459 Secondary Methods: (area).
• Complete 6 credits of student teaching at the secondary level. • Apply for new endorsement.
Elementary Certification Requirements
Students must take sufficient course work in three areas to be eligible for Michigan elementary certification: (1) professional education courses, (2) subject content majors or minors, and (3) planned program minor.
• Professional Education Courses. Listed below are the required graduate professional education courses for Michigan elementary-teaching credentials which must be taken at either the undergraduate or graduate level. If students have taken the undergraduate-level course, they do not need to repeat the grad-uate-level course. Gradgrad-uate-level students who are qualifying for certification and wish to apply credit to a graduate degree must select courses at the graduate level.
EDPC514, EDTE408 or EDCI565, 424, 480 (424 & 480 are part of Planned Program minor), 690 (Ind. Study: Philoso-phical & Social Foundations of Education–4); EDTE444, 445, 446, 447, 448; Student Teaching* EDTE487, 588
* For students with appropriate and verified teaching
experi-ence, some student-teaching credit by examination for stu-dent-teaching may be granted. Requests for such credit should be made after consultation with the Department of Teaching, Learning and Curriculum on forms available at that office. This should be done before applying for student teaching. All candidates qualifying for SDA certification must have had significant structured experience in a multi-grade SDA school.
• Approved Majors and Minors for Elementary Certification. Seventh-day Adventist and State of Michigan elementary certi-fication require a subject content major or two minors in addi-tion to the planned program minor. See the list of approved majors and minors for elementary certification on p. 251. • Planned Program Minor. For requirements, see the
undergrad-uate teacher education section on p. 250. Courses at the 400 level must be taken for graduate credit to count for MAT requirements.
Secondary Certification Requirements. Students must take suf-ficient course work in three areas to be eligible for Michigan sec-ondary certification: (1) Professional education courses, (2) a con-tent major, and (3) minor in a qualifying area of instruction. • Professional Education Courses. Listed below are the
required graduate professional education courses for Michigan secondary-teaching credentials. If students have taken the undergraduate course, they do not need to repeat the graduate-level course. Graduate students who are qualifying for certifica-tion and wish to apply credit to a graduate degree must select courses at the graduate level.
EDPC514, 525, EDCI565 or EDTE408, 417, 459, 476, 690 (Ind. Study: Philosophical & Social Foundations of Education–4)
First Days of School Experience EDTE424, 480
Student Teaching*
EDTE 487, 588
* For students with appropriate and verified teaching
experi-ence, some student-teaching credit by examination for stu-dent-teaching may be granted. Requests for such credit should be made after consultation with the Department of Teaching, Learning and Curriculum on forms available at that office. This should be done before applying for student teaching. All candidates qualifying for SDA certification must have had significant structured experience in a multi-grade SDA school.
• Approved Majors and Minors for Secondary Certification. Seventh-day Adventist and State of Michigan secondary certifi-cation require a major and minor teaching area. Seventh-day Adventist certification also recognizes additional majors and minors. See the list of approved majors and minors for second-ary certification on p. 253.
SEVENTH-DAY ADVENTIST TEACHING CREDENTIAL LEVELS AND REQUIREMENTS
Seventh-day Adventist K–12 teacher credentialing is organized into three levels of certificates: Basic, Standard, and Professional. The following section describes each level, points out specific
requirements, and tells how they are met at Andrews University. All courses needed for SDA certification or State of Michigan certification require a grade of C or above.
LEVELS OF SDA CERTIFICATION AND CREDENTIAL REQUIREMENTS
SDA Basic Certificate. The Basic Teaching Certificate may be issued to the candidates presenting a Verification of Eligibility form from Andrews University. The certificate is issued by the union conference where the candidate takes his/her first teaching position. Religion Requirements. A minimum of 12 semester hours in religion, taken at a Seventh-day Adventist college/university or through Home Study International, to include the following areas:
Biblical Studies courses such as: Jesus in His Time and Ours, Law & Writings of the New & Old Testament, Acts & Epistles, Prophets of Israel
Spirit of Prophecy. A study of the gift of prophecy revealed in the Bible and the writings of Ellen G. White. Choose one: GSEM532, 534, RELT308
Seventh-day Adventist Church History. Choose one: CHIS570, EDFN517, HIST404
Health Principles. A course in health based on the Bible and the writings of Ellen G. White. Choose one: CHMN547, HLED130
SDA School Experience. All candidates for SDA certification must have significant structured experiences in a Seventh-day Adventist school. To fulfill this certification requirement at Andrews University, any one of the following experiences are considered appropriate.
• Full-semester student teaching in an approved Seventh-day Adventist school.
• A lab experience for EDTE165 in a recognized Seventh-day Adventist school.
• Three weeks of pre- or post-student teaching experience in a recognized Seventh-day Adventist school.
Other verified experiences may fulfill this requirement. Requests to have these considered must be made on a petition form available at the Department of Teaching, Learning and Curriculum office. Such petitions should be submitted at least one semester before student teaching begins.
Multi-grade\Multi-age Teaching Experience (Elementary only). For the Elementary Teaching endorsement, multi-grade teaching experience is required. The unique curriculum, instructional strategies, and scheduling which characterize the multi-grade classroom are the focus of the course program and its 50-hour fieldwork experience. Arrangements to take EDTE425 Multi-grade\Multi-age Education should be made with the director of student teaching immediately following admission to the teacher preparation program.
Renewal of SDA Basic Certificate. The Basic Teaching
Certificate is valid for any three-year period (commencing when it is activated) during the first five years after it is issued. It can be re-validated by completing additional approved professional education/activities. See Manual for SDA Certification Requirements K-12 for specifics.
SDA Standard Certificate
The Standard Teaching Certificate may be issued to an applicant who
